Challenges related to teaching critical thinking in the foundation phase

Abstract

Background: Critical thinking is a foundational transversal competence in early childhood education. However, foundation phase teachers face challenges in integrating it into their daily teaching practices in the classroom.
Aim: Our study aimed to explore the support, resources and professional development that foundation phase teachers require to teach critical thinking, while also considering their conceptualisation of the competency.
Setting: The study involved a purposive sample of 10 foundation phase teachers drawn from quintile 1 to 5 schools in Gauteng province, South Africa. All participating schools were located within the Tshwane South District, ensuring representation of teachers with varied experiences in early childhood teaching who participated in semi-structured interviews.
Methods: A qualitative research approach was employed, using deductive and inductive thematic analysis to examine foundation phase teachers’ perspectives of critical thinking.
Results: The findings indicated that while teachers acknowledge the importance of fostering critical thinking, they often struggle to clearly conceptualise it. In addition, challenges such as overcrowded classrooms, an overloaded curriculum, time constraints, limited resources and insufficient professional development hinder its implementation. These factors negatively impact teachers’ confidence and instructional strategies, restricting the integration of critical thinking into daily teaching.
Conclusion: Addressing these challenges requires structured professional development, improved resource allocation and systemic support to enable teachers to effectively foster critical thinking in young learners.
Contribution: The study highlights the need for targeted interventions to enhance teacher capacity in promoting critical thinking, ultimately strengthening early childhood education in South Africa.